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High 1 Effectiveness of Echoic and Iconic Memory in Short-Term and Long-Term Recall Courtney N. High 01/14/13 Mr. Mengel Psychol

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High 1 Effectiveness of Echoic and Iconic Memory in Short-Term and Long-Term Recall Courtney N. High 01/14/13 Mr. Mengel Psychol High 1 Effectiveness of Echoic and Iconic Memory in Short-term and Long-term Recall Courtney N. High 01/14/13 Mr. Mengel Psychology 1 High 2 Abstract Objective: To see whether iconic memory or echoic memory is more effective at being stored and recalled as short-term and long-term memory in healthy adults. Method: Eight healthy adults between the ages of 18 and 45 were tested in the study. Participants were shown a video containing ten pictures and ten sounds of easily recognizable objects. Participants were asked to recall as many items as they could immediately after the video and were then asked again after a series of questions. Results: In younger adults more visual objects are able to be recalled both short and long term, but with older adults, in short term recall, the same number of sound and visual items where remembered, and with long term recall, sound items were remembered slightly better. Results also showed that iconic memory fades faster than echoic memory. Conclusion: The ability to store and recall iconic and echoic information both short and long term varies with age. The study has several faults including relying on self-reporting on health for participants, and testing environments not being quiet in all tests. Introduction There are three main different types of memory: Sensory memory, short-term memory, and long-term memory. Sensory memory deals with the brief storage of information immediately after stimulation. Sensory memory is then converted to short-term memory if deemed necessary by the brain where it is held. After that, some information will then be stored as long-term memory for later recall. Echoic memory and iconic memory are sub-categories of sensory memory. Echoic memory deals with auditory information, holding that information for 1 to 2 seconds. Iconic memory deals with visual information, holding that information for 1 second. All information that is kept from these two types of sensory memory must be stored as short-term memory before being stored as long-term memory. High 3 Many studies have been done on echoic and iconic memory storage. One study by Elizabeth Irvine looked at the common theory of visual richness. According to this theory, our working memories are not capable of storing, processing, and accessing enough information to make up the rich qualities of our memories. The detail we see in our memories, according to the theory, is not consciously there, but is instead provided by a lower phenomenal level of conscious. The overflow of information from our visual sensory memory that our working memories just cannot process due to their smaller capacity becomes this phenomenal level of consciousness that is responsible for the rich qualities of our memories. This study questions and disproves the visual richness theory. The study looked at first the process in which the theory was proved. A process called partial reporting is what is used to prove the visual richness theory. In the test participants are presented with an array of letters in a 4 by 4 square for a short set amount of time. Then letters disappear and after a period of wait time the participants are asked to report as many letters as they can remember. Scores for this part of the test are extremely low, averaging only 4 letters out of 12. The test is then done again but this time with a delayed cue to a line of letters they should remember. Participants do much better with 3 out of 4 letters remembered. Participants also report that they remember seeing all the letters but cannot report them. The conclusion was drawn that the participants’ sensory memory with its large capacity was able to absorb a large amount of the letters that were shown, but their working memories with such a small capacity could not report them all. The fact that participants reported experiencing all the letters but not being able to report them lead the proposers of the theory to claim that this experience is the underlying phenomenal memory reported to cause this visual richness. (Irvine, 2011) High 4 There is a major flaw with these findings and the conclusions drawn from it. First off the conclusions rely on outdated models of visual sensory memory. The visual richness theory relies on the view that sensory memory is made up of a highly detailed image that decays within a short period. With this view, the working memory processes, identifies, and stores as much as it can but much of the sensory memory is never processed and becomes that underlying phenomenal level that accounts for visual richness. The more accurate model of sensory memory is composed of two parts: a visual portion that stores things like shape and location and decays quickly and an information portion that stores information like identity for much longer than the visual portion. The partial report test is really testing the information aspect of visual sensory memory and not the actual visual portion of things, which would be where the visual richness would lie. Both the partial report test is inaccurate and the conclusions drawn from it as they both rely on a very outdated model of visual sensory memory. (Irvine, 2011) This study points out several things in relation to mine, that visual sensory memory does not save a particular image to memory but rather the identifiable information for that image. The visual image shown for this tests will fade rather rapidly after being shown, it is the information on the items identification that will be what is stored in the memory for recall later in the test, not the location or any other part of the image. Our memories are more or less in this test storing similar information when using both echoic and iconic memory, identifying information on the presented object. (Irvine, 2011) The objective of this test is to see whether iconic memory or echoic memory is more effective at being stored as short-term and long-term memory in healthy adults. Through this test it was hypothesized that short-term, people will store more of visual items using iconic memory. This hypothesis is contributed to the fact that our brains are constantly being exposed to visual High 5 information that needs to be stored and used. We, as people, rely on our sense of sight more than any other of our sense in an everyday setting, so it is plausible to conclude that our brain will store more visual (iconic) information than information from any of the other sense like echoic. It was also hypothesized that over a period of time iconic memory will fade faster than echoic, allowing echoic memory to be more effective and remembering information long term. I contribute this to the fact that we are constantly receiving visual stimulus from the world around us and because our bodies rely more on sense of sight than any other sense. It is plausible to conclude from that information that because of the constant stimulus of visual information, that much is passed over in short-term to long-term storage. Method The study and test was designed to be performed by healthy adults between the ages of 18 and 45 with no known memory conditions. All eight participants fit into this category. The sample of participants in the test was a convenience sample. Participants were gathered through random selection among several family members and friends who were avaliable. In the test participants were shown into a quieter room and the test was explained to them. A video was shown to each participant with a total of 20 items on it, 10 of those items being sound and 10 items being visuals. All items were easily recognizable pictures or sounds. Participants were instructed to watch the video and told that immediately afterwards they were to try and write down as many as the items as they could remember. Participants were allowed as much time as needed to write down their remembered items. Participants were also informed they were to answer simple questions after this part of the test. The questions were used as a distraction to the next part of the test and the answers to the High 6 questions were not recorded for each participant as they were deemed irrelevant to the results. Questions were all of a simple nature, easily answerable by most people with a high school education level and everyday life experience and all questions were the same for all participants. Questions were asked for 5 minutes then stopped and the next part of the test was taken. Uninformed before, participants were asked to again list as many of the items or sounds that they could remember from the previous video. The video was not played again and participants were still allowed all the time they needed to complete their lists. Data collection was handled orally and by paper. Name, age, and gender were self-reported by the participant. The number of items remembered were written and collected on paper and counted and added to the data after the participant was done with their test. The main focus of the test was whether more visual or sound objects would be better remembered and stored into memory for recall, although other factors were looked at in the study. A comparison between ages on the number of sound objects vs. visual objects remembered, the total number of objects remembered, and the number of items lost between each test. Results Data from this study can be found in Appendix A. Out of the 8 participants the average number of remembered items for sound was 6.1 for the first trial and 5.4 for the second trial.
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